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English, 21.06.2019 18:30
What does the author see as the main cause for why students don’t really see shakespeare as a real, flawed human being? we shouldn’t shy away from discussing our literary heroes’ flaws. if nothing else, the knowledge of their failures us appreciate what success and greatness these authors did achieve. often our hero-worship keeps us from truly seeing the complexity of a great author. thus, i would argue, nothing would be better for high school students than to take shakespeare down a peg or two. a) the fact that students never learn enough about shakespeares biography b) the fact that students only read shakespeare’s comedies while in school c) the fact that students are never assigned to read any shakespeare while in high school d) the fact that students only read shakespeare’s greatest works in school and thus never see his weaknesses
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English, 22.06.2019 03:00
Based on this excerpt the authors are mostly likely to attempt to answer which question?
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English, 22.06.2019 04:00
Tori is writing a literary analysis of the novel little women. read the following claim statement she wrote about the story. in little women, louisa may alcott uses figurative language to readers understand the feelings and experiences of the central characters. which quote from the story can tori use as evidence to support her claim? a. “she knew it very well, for it was that beautiful old story of the best life ever lived, and jo felt that it was a true guidebook for any pilgrim going on a long journey.” b. “‘and so nice of annie moffat not to forget her promise. a whole fortnight of fun will be regularly splendid,’ replied jo, looking like a windmill as she folded skirts with her long arms.” c. “‘rather a pleasant year on the whole! ’ said meg, smiling at the fire, and congratulating herself on having treated mr. brooke with dignity.” d. “‘what are you thinking of, beth? ’ asked jo, when amy had her father and told about her ring.”
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English, 22.06.2019 05:00
What are the effects of cellular phones on our lives introduction
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